https://archivesofpsychology.org/index.php/aop/issue/feedArchives of Psychology2020-06-06T16:47:22+02:00Principal coordinatoroffice@archivesofpsychology.orgOpen Journal Systems<h2>Want to be notified of new issues?</h2> <p>Claim your free subscription&nbsp;by clicking this link <a href="http://archivesofpsychology.org/index.php/aop/user/register">SUBSCRIBE NOW</a></p>https://archivesofpsychology.org/index.php/aop/article/view/137 The contribution of need fulfilment to quality of life: A reflection on the relation between the needs-based model of quality of life and Max Neef’s theory of Human Scale Development2020-06-06T16:47:21+02:00Stephen Patrick McKenna, Professorsmckenna@galen-research.comAlice Heaneyaheaney@galen-research.com<p>The Needs-based model of quality of life has been employed in the development of a wide range of disease-specific quality of life measures over the last 20 years. The model argues that disease prevents need fulfilment and that effective interventions enable individuals to satisfy more of their fundamental human needs. Rather than adopting an existing theoretical framework, the needs-based model developed through grounded theory techniques. Several theories of needs have been advanced during the last 70 years, many of which are well known. This article relates the needs-based model of quality of life to the major published theories of human needs. Several of the theories focus on the development of societies rather than individuals – dependent on the disciplines and interests of the authors; who include sociologists, economists and psychologists. Most theorists also believe that there is a hierarchy of needs. The needs theories suggest that there are varying numbers of fundamental needs, but these tend to overlap across the theories. Statistical analyses of data collected with the needs-based quality of life measures support the view that there is a single, fundamental need.</p>2020-05-19T10:42:58+02:00##submission.copyrightStatement##https://archivesofpsychology.org/index.php/aop/article/view/136 A study of applicants’ preference on choosing a postgraduate programme using Discrete Choice Model2020-06-06T16:47:22+02:00Cho Vincentvincent.cho@polyu.edu.hkDick Sangvincent.cho@polyu.edu.hk<p>Is having a degree of a postgraduate programme necessary and indispensable? Over the recent decades, it is noticeable to find that experienced professionals with a postgraduate degree would move up the corporate ladder relatively faster than those who do not. Because of that, professionals seeking for master degree or above are growing. In parallel, many universities in Hong Kong are offering various postgraduate programmes to attract potential applicants resulting in severe competition among universities themselves. Leveraging on the Discrete Choice Model (DCM) and sensitivity analysis, this study examined how the six essential attributes would make an impact on the ranking of a postgraduate programme. To validate the model, three hundred and thirty-nice responses were collected through a mass survey. Our findings highlighted that reputation of the university, practicality of the programme, focuses on future economies and cost of the programme were more important factors than location of the university and internationalization of students’ profile for potential applicants to choose a postgraduate programme in Hong Kong. This study intended to offer practical insights and direction for universities when designing a better and more attractive postgraduate programmes.</p>2020-05-19T10:42:30+02:00##submission.copyrightStatement##https://archivesofpsychology.org/index.php/aop/article/view/139 ASL Stories with Handshape Rhyme: An Exploratory Intervention to Support English Vocabulary with Signing Deaf Readers Abstract An exploratory reading intervention using ASL stories, some with no visual handshape rhymes and others with handshape rhymes, t2020-06-06T16:47:21+02:00Merrilee R. Gietzmrgietz@central.UH.eduJean F. Andrewsjfandrews@lamar.eduM Diane Clarkmclark22@lamar.edu<p>An exploratory reading intervention using ASL stories, some with no visual handshape rhymes and others with handshape rhymes, to foster English print vocabulary was evaluated. Four signing deaf students, who were prelingually and profoundly deaf, between the ages of seven and eight years of age and reading at the first-grade level or below were engaged in the intervention. During group story time sessions, stories in American Sign Language (ASL) were presented on PowerPoint slides that included stories translated into both ASL and English, and short lessons using bilingual strategies. Using a pretest-posttest design, the print words were presented within ASL stories across three conditions; 1) with no ASL handshape rhyme, 2) with ASL handshape rhyme, and 3) with English word families (e.g., c<span style="text-decoration: underline;">at</span>, s<span style="text-decoration: underline;">at</span>, b<span style="text-decoration: underline;">at</span>) that rhyme. Students’ vocabulary scores were significantly higher on the ASL stories with handshape rhymes, marginally significant in the non-rhyming ASL stories, and non-significant in the ones with rhyming English word families. This finding points to the importance of rhyme for young deaf children attending ASL/English bilingual programs and suggests that creating ASL stories with rhyme can help to bootstrap English literacy.&nbsp; Future directions for research are recommended.</p> <p><strong>&nbsp;</strong></p>2020-05-20T09:55:40+02:00##submission.copyrightStatement##